A Qualitative Analysis of Surgical Residents Pursuing Medical Education Training

Objective: To investigate why surgical residents pursue dedicated formal training in medical education and to understand the factors contributing to their ability to accomplish this training. Design: A qualitative analysis of semi-structured interviews using the Framework Method. Setting: Virtual interviews conducted via Zoom within the United States. Participants: Surgical faculty and general surgery residents who were either currently or recently enrolled in a medical education graduate program and/or surgical education fellowship while a trainee in an ACGME-accredited general surgery residency program. Results: Participants described four main categories of factors contributing to why and how they pursued medical education training: structural, interpersonal, personal, and symbolic. Structural factors included institutional support and financial accessibility, while interpersonal influences encompassed mentorship, peer networks, and familial encouragement. Personal motivations revolved around a passion for teaching and long-term career aspirations. Symbolic influences included cultural perceptions of surgical education and its recognition as a legitimate academic discipline. Conclusions: Surgical residents’ ability to pursue medical education training is heavily influenced by the structure of their residency program, the availability of high-quality mentorship, and financial resources. As more surgical residents demonstrate a professional interest in surgical education, residency programs should integrate formal training pathways and provide institutional support to increase accessibility. Addressing these barriers can enhance the pipeline of well-trained surgical educators who contribute to the advancement of surgical education research and medical education.